National Quality Framework Essay

The legal regulations under section 39 of the childcare act 2006 gives the early years foundation stage (EYFS) , that came into force in Sept. 2008 and providers are required to use the EYFS to ensure a flexible approach to children’s learning and development so that children will achieve the five every child matters outcomes which are :

EYFS – sets standards and frameworks to follow to ensure the safety of children & young people

In July 2009, COAG agreed to a National Early Childhood Development Strategy to support around two million children and their families. Early childhood education and care policy brings a number of changes in the field of the profession. It advocates to provide access to all the children preschool education for the better learning outcomes in the subsequent years and integration of the Aboriginal and Torres Strait Islander families and children into the education system. The policy is compatible with the European policy. European early childhood and education policy “lays more stress on the importance of yearly years so far as education, employment, social skills, and later success in life is concerned” (Education Policy,

Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to

Standard 18.1 to 3 of the NMS requires that children are looked after by staff who are trained and competent to meet their needs. It is an expectation that staff receive high quality training to enhance their individual skills and to keep them up-to-date with professional and legal developments. It is also expected that the learning and development programme is evaluated for effectiveness at least annually and if necessary is updated.

The purpose of the EYFS is to ensure that all children have access to quality early years education. To measure this and to ensure practitioners have a focus for their work a series of outcomes is given for each area of learning, these are the early learning goals.

EYMP1: context and principles for early years provision: i got a pass This bookelt will include criteria 1.1 1.2 1.3 3.1 3.2 3.3 3.4

The statutory framework for the EYFS sets out the legal requirements relating to learning and development and to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006.

Answering the call light (also called call bell a handheld like that is attached to the patient room wall, above the headboard of the bed) in a timely manner by the nursing staff in hospital setting is necessary to prevent falls that can harm, prolonged stays, and unnecessarily increase the cost of healthcare. However, researches concerning call light uses as it relates to patient safety, patient-care management and patient satisfaction are limited (Meade et al. 2006). Patients and their families emphasize that nurses should monitor patients constantly and provide assistance and answer a call light in a timely manner (Yoder, 2011). Note that the falls may be caused by several factors such as

In 2012, the National Quality Framework (NQF) was introduced by the Australian Government and subsequently applied to majority of children’s education and care services. The framework is used to ensure the wellbeing of children throughout their lives and to raise the productivity of the

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The Australian government is one of the key stakeholders and/or policy actors in the making of educational policies for children in care and foster carers. Children in care are usually considered as being in the care of the state, where their safety and welfare are protected by the government (Townsend, 2012). The NSW Government plan pointed out a shared approach to child wellbeing stating that each preschool and school aged children and youth has their personal education plan within 30 days of entering OOHC, and the plan will be inspected and reviewed annually by the Department of Education and the specific case worker (NSW Department of Education, 2017). The 30 days education plan demonstrates the current intervention to provide youth with adequate education in response to OOHC placement. Current policy acknowledges the need for foster parents/caretakers to work interdependently with social services (Townsend, 2012). It is important for policymakers to understand and empathies with the struggles and needs of children in care because evidently they face the brunt of the situation.

The rules and regulations from QR can become overbearing; furthermore, causes the day care provider to feel pressured while caring for the children with strong thoughts inclined on closing the facility. BFDC strives to deliver fair and equitable services to their children that are in his/her care. QR demands BFDC to take more training than what is required from Bright from the Start. This training has to be done without any concern for BFDC current monthly schedule and participation in the system while committing to improve the quality of their early care and education programs. With the guidance of QR, BFDC’s provider has established the need for change by working harder to showcase their programmatic improvements by receiving a high rating in the three phrase

2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources

further and talks about the debate in regards to setting standards for quality in child care